《In class》教学设计 (1).doc

In class”教学设计 一、教材简析： 本单元的主要教学内容是祈使句。通过…,please. Don’t …,please.两种祈使句型，让学生掌握“请别人干某事”和“叫别人不要干某事”的英语表达方法。整个教学情景围绕课堂教学展开。以师生之间相互的指令为依托，使学生能听懂命令，并会在句型中正确使用draw, eat,drink, read, write, copy,close,open。在教祈使句时，并进行相应的文明礼貌教育。 二、教学内容: 《牛津小学英语》In class中A.Readandsay和B.Look,read and learn的教学内容。 三、教学目标： 1、能听懂，会说以下日常交际用语：That's all right. Don't be late again. 2、能熟练地听懂、会说、会读和会拼写以下单词及词组：eat drink read draw open whirt close and write.，sit down，stand up, 3、能听得懂、会说、会合理运用、会写祈使句：Don't ..., please./ Stand up./ Sit down.等. 4、会诵读歌谣：Don't be late again 5、结合句型，进行相应的文明礼貌教育。 四、教学重难点： 能正确地听、说、读、写本单元的四会单词及句型。 能通过图片和多媒体课件正确理解Don’t….渗透的思想教育 五、设计理念： 《英语课程标准》强调，教师应从学生的学习兴趣出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力。我认为，小学英语课堂必须树立“语言学习的外延和生活外延相等”的观念，教师要围绕“in life，by life，for life（在生活中、通过生活、为了生活）”设计教学活动，从生活和英语的结合上，探索有效途径。为此，在本课的教学中，教师充分考虑到教学内容要贴近学生的生活，使学生能通过活动的方式运用课堂所学的语言，引起学生的学习兴趣。 六、教学过程: Step1： Warm up 1：Revision and leading in:I'm late. 创设一名学生迟到的情景（预先叫一学生假装迟到站在门口.） T:Goodmorning,boys and girls. Ss:Good morning,Miss kan T:Is everyone here S1:No S1 is not here T:Where is he？ S2:He is in the computer room,I think.. S: Sorry, Miss Kan , I’m late. （在外的学生敲门） T: That’s all right. Come in, please. （借助手势） But don’t be late again. (借助面部表情,多重复”That’s all right.Don’t be late again.”(并在黑板上板书，带学生读 2:Say a rhyme a.T:I'm late.What can you say? Shows the rhyme《Don'tbelateagain》 b.Ss say it. 3：Listen and do. Stand up. Sit down. Don’t stand up. Don’t sit down. （设计意图：首先与学生进行自由交谈，不但接近了与学生之间的距离，更引出don’t这个词，为下面的学习作了铺垫。） Step 2： Presentation 1、T: I have a box here. What’s in it? Let’s open it and have a look. T: （用手势做出open 的动作，并教学open.板书open，并让学生拼读单词，并书空。） T: Now, I can’t open the box. Who can help me. OK. When he opens it, the otherssay“ open,open”.（请一学生来帮忙打开盒子） Look, there’s nothing in it. T: Oh, I’m very hot. I must （去开门，并引导学生说出open the door.） T: I’m hot yet. Would you please open the window？（让一学生去开窗） Thank you! I’m not hot. Now I open the book.（做出翻书的动作），Please open your books , Now I open the eyes,（做出睁大眼睛的动作）， please open your eyes. S:（做出相应的动作。） 2、T: Look, the box is empty. Let’s close it. T: 出示单词close，并教学单词。读、书。 T: Close your book. Close your eyes. Now, I’m cold.What can I do? S1:Close the door. S2:Close the window. T: (让学生去关门,去关窗,其他同学练说.)Thank you. I’m not cold now. Let”slook at this T: I have a chant here. Let’s have a look. Cold.Cold.It's very cold. Close the window. Close the door. Hot.Hot.It's so hot. Open the window. Open the door. Cool! T:（教师先领说，学生边跟着打节奏边说，教师先唱，学生齐唱。加入《bingo》的旋律，学生跟随音乐齐唱。） （设计意图：这是一个轻松、自在的环节，学生的手、脑、口都充分地协调起来，在动作中增加了对内容的理解，对句型的把握，小小的chant，由练到唱，熟悉的旋律更是激起了学生无比的兴趣。） S: （先自己练说，打出节奏，然后再自己唱一唱。） 3、T: I have a box here. What’s in it? Let’s (open) it. Oh , it’s a big orange. Do you want to eat it. Please eat.（出示一只桔子，并请学生品尝。） T: （教学eat。） S: （读、拼、书空。） T: There’s a big plate in it. And there are many friut on the plate.I wantto eat a hamburger. So I say “Eat, eat, eat a hamburger.”What do you want to eat Please say eat. S: Eat, eat, eat a…. T: （在学生说时，拿下他们所说的物品，并送给他们。） T: Look, the pig is too fat. Let’s say to him “Pig, pig, don’t eat.” T: （出示单词don’t，并进行教学。） T: In class, can we eat? If you eat, the teacher will say:“Don’t eat.” (设计意图：由一只小小的桔子，激起学生想吃的愿望，并使其在对“eat”的表达中，愿望得到了满足。同时，在学生对“Eat, eat, eat 4、T: I eat a hamburger . I’m not hungry, but I’m thirsty. I must have something to drink. T: （出示、书写单词drink. ） T: If you’re thirsty, what would you like to drink?（点击多媒体课件出示四幅饮料图）Look, here ’s some juice, some milk, some tea and some coffee. I want to drinksome juice. Drink, drink, drink some juice. How about you? T: Drink, drink, drink some ……. T:（点击出以chant形式出现的这些句子。） S:（齐读句子。） T: Oh,look, the bird is thirty. But the water is too dirty. Let’s say to the bird: “Bird, bird, don’t drink.” T: In class, can we drink? No, Don’t drink in class. (设计意图：从eat到drink，从实物小卡到电脑出示的饮料图，从具体到简单，从动到静，扶放相宜，让学生激动的心逐渐恢复平静。) 5、T: Look, I can draw a cat. Can you? T:（教学draw。） T: What can you draw? S: Draw, draw, draw a …… T: Please draw an apple. T: （放CAI课件）Look, Liu Tao is drawing. He is drawing in the book. Let’s say “Don’t draw in your book.”. 6、T: Now, I can draw a boy. Who is he? What is he doing? He isreading. T:（ 教学read。） Read the book read English read storybook. T: Now, the tiger is sleeping. Let’s say to David:“Don’t read.” (设计意图：由教师的动手画，引出对draw的理解，并由此让学生以chant的形式说出自己能画的东西，将单词的教学融入到句型中去，教师画的David在读书的情景更引起了学生的注意，巧妙地转到了read的教学之中) Step 3：Presentation and guess 1、T: Today, we have learned six words. They are ……. They are all new word